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Mobile learning Winnipeg
 

Mobile learning Winnipeg

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  • Press F5 or use the tool bar to enter presentation mode in order to see the poll. If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Video games are constant assessment
  • Problem solving, innovation, creation
  • Press F5 or use the tool bar to enter presentation mode in order to see the poll. If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
  • Gary Small on how to integrate the old and new.

Mobile learning Winnipeg Mobile learning Winnipeg Presentation Transcript

  • Game-Based Learning Mobile Learning Conference Winnipeg, MB March 16, 2010
  • Serious/Educational Games Dr. Reynold Redekopp University of Manitoba [email_address] Presentation is at: slideshare.net/rredekopp
  • Text 32075 with msg: CAST 51063 Your Fav Ed Game Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  • What Are We Going To Do Today?
    • Characteristics of Digital Kids
    • How Do Digital Games Fit In
    • How To Use Games Effectively
    • Start with the conclusion
  • Which Kids??
    • Angela McFarlane - moving beyond the 15% who tend to take care of themselves.
    • http://novemberlearning.com/professor-angela-mcfarlane-blc07-keynote/
  • Why Are Games Effective?
      • They provide:
        • Anchored Instruction
        • Situated Learning and Cognition
        • Play
        • Intrinsic Motivation  
        • Multiple Intelligences Opportunities
  • What Should YOU Do?
      • Choose the game
      • Create a sharing atmosphere
      • Observe and assess ‘other’ skills
      • Debrief the game - bring it into your context
  • And now the details
    • How using games occasionally can help us engage more students
  • Going Beyond Testing
    • Left brain - what we tend to value (on tests)
      • logic
      • calculation
      • sequence
      • verbal
      • physical
    • These are all easily automated (and in your pocket)
  • Going Beyond Testing
    • Right brain - less valued (on tests)
      • visual
      • intuitive
      • multi-processing
      • big picture
      • spatial sense
    • These are NOT easily automated
  • Brain Research
    • We are better at visual processing
    • The eye processes images 60 000 times faster than text
      • schools and training are largely text based
      • the “Gutenberg” effect - with a greater ability to create text, text became more important
    • The brain still prefers images
  •  
  • Digitally Immersed
    • How are they different?
  • Digitally Immersed
    • learn differently, especially out of school
    • they collaborate
    • they multitask, network, and interact as part of their routine
    • multitasking is part of human nature, ask mothers!
  • Digitally Immersed
    • Key Themes from a Telecom Industry Report on marketing to the DI:
    • Control
    • Impatience
    • Community interaction
    • Originality
  • Digitally Immersed spend time:
      • Interacting with others
      • Reading wikis and forums
      • Learning terms as they need them
      • Solving problems as they arise
      • Trying again (and again …)
      • Sharing their solutions
  • James Paul Gee - Games Fit!
    • Games are constant evaluation
    • Reduce fear of mistakes
    • Force active involvement
    • Provide a context
    • Highly motivating
    • Students are aware of progress
  • James Paul Gee
  • Digitally Immersed
    • they are using skills that we don’t value the same way
    • we need to appreciate the strengths of their skill set.
    • Robert Sawyer (pre-eminent Canadian sci-fi writer) - audio about assessment
  • Skill Set
    • parallel processing / partial attention
    • visual acuity
    • random access
    • they skim text
  • The Digitally Immersed
      • want context for the experience or learning
      • need practice
      • need regular feedback and reinforcement
  • The Digitally Immersed
    • This generation no longer wants just to be the audience; they want to be the actors.
    • They expect, want, and need
      • interactive information
      • interactive resources
      • interactive communications, and
      • relevant, (real life) experiences
  • The Digitally Immersed
    • don’t start with the manual.
    • start by exploring - and look up the terms are they need them.
    • This is part of why games work!!!!
  • How Do Games Fit In
    • What is their effect?
    • What do they add?
    • How do we use them well?
  • “ I learn from playing games.
      • Games teach me:
        • how to solve problems
        • how to work with others and lead
        • to be organized and detail-oriented”
  • Teamwork, Leadership, Community
      • Work with others
      • Partition attention, divide tasks
      • Coordinate efforts
      • Communicate in multiple ways
      • Establish shared goals
      • Integrate info to make decisions
      • Prioritize data to meet goals
  • You can’t sit back and be passive playing games
      • games are problem solving with constant evaluation
      • the goal drives everything
      • new knowledge / procedures are learned as needed
      • games are serious and intense learning
      • all you need is content
  • James Paul Gee http://www.edutopia.org/digital-generation-james-gee-video
  • Text 32075 with msg CAST #youChoose Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  • Obstacles and Hesitations
    • Curricular fit ?
    • Standardized Tests ?
    • Public perception ?
    • Finding good games ?
    • Teacher’s role ?
  • Obstacles and Hesitations
    • Sanford, et al, found that teachers:
      • Need to know the course material more than the game play (though this helps)
      • Need to help support learning through games
      • Do not need an exact curriculum fit in a game for students to learn
      • Do not have to use the whole game
  • Obstacles and Hesitations
    • Time !
      • Include games as homework ??
      • Significance of Non-significance
        • Students learn two things - game and content - while maintaining test scores
  • Why Use Games - Context
    • If you want somebody to do biology, and you want students to see how the biological words relate to actual experiences, games let you simulate those experiences as activities that people do. (James Gee in Foreman)
  • Why Use Games - Context
    • Linn proposed four meta-principles to support knowledge integration:
      • making subject material accessible
      • making thinking visible
      • helping students learn from each other
      • promoting autonomous learning.
    • Remember the other 85% ???
  • Why Use Games - Context
    • We need to get the ‘other’ 85% involved in ‘doing’ and creating
    • They need the context and repetition that simulations and games can provide
    • We definitely need students with a broader range of experience to choose technical careers
  • Student Use of Games
    • Students can create their own games
    • Students can play off the shelf / online games and simulations
  • Students Create Games
    • Simple games that review aspects of study
    • Requires content knowledge, problem solving and collaboration within a group
    • We learn best when we have to ‘teach’
  • Sample Free Game ‘Engines’
    • Scratch - http://scratch.mit.edu/
    • Game Maker - http://www.yoyogames.com/gamemaker/try
    • Never Winter Nights - http://nwn.bioware.com/builders/
    • Alice - http://www.alice.org/index.php?page=downloads/download_alice
  • Sample Free Game ‘Engines’
    • iPod App Examples
      • AppBuilder- http://appliya-studio.com/appbuilder/index.php
      • AppBreeder - http://www.appbreeder.com/default.aspx
    • Many schools already own Flash
    • Kodu Game Lab - http://fuse.microsoft.com/kodu
  • Why Use Free Game ‘Engines’
    • Students become ‘teachers’
    • They will work on their own time - much harder than on ‘regular’ homework
    • YOU have to set up content focus and guide them in maintaining that.
    • High level of sharing of the games - review for everyone.
  • Play Current Games
    • Examples:
      • Genomics Digital Lab
      • Immune Attack
      • The Sims
      • Civilization
  • Kinds of Games
      • Mini-games
      • Short time frame
      • Practice particular skills, facts and procedures
      • Inexpensive option to learn essential info and practice skills
  • Kinds of Games
      • Complex Games (10+ hours)
      • Involve all of the problem solving skills described earlier
      • Many, many decisions in every hour of play
      • Need to constantly adapt
      • Ethical / moral decisions
  • Advantages of Game Based Learning
      • Problem-solving is highest level of learning
        • Includes all lower levels of learning
      • Vehicle for all types of content and promotes transfer
      • Two critical attributes of any problem
        • The goal requires generation of new knowledge
        • There is value to solving the problem
    Van Eck, 2008
  • How To Use Games In A Classroom???
  • Before Game Play
    • Explain objectives to students
    • Inform administration and parents about why students will be playing the game
      • SLOs and other skills like problem solving and collaboration
      • Create a collaboration space/environment - in class or online (wiki or discussion group)
      • McFarlane - communities
  • During Game Play - Understand:
    • The average video game takes about 40 hours to play
    • the complexity of the puzzles and objectives growing steadily
    • visual processing dramatically increases with as little of 10 hours of game play (Jukes)
  • During Game Play - Do this:
    • Talk to students about what is happening
    • Listen to students talk to each other
    • Use the discussion space you created
    • Watch and learn more about the game
    • Ask students to talk to their parents about the game
  • Effectiveness
    • In games, a novice can “see” the progress he or she is making
    • Students learn about learning
    • Students learn about increasing expertise that comes from study and practice.
    • Students observe their steadily increasing speed and confidence
    • Moursund
  • Effectiveness
    • Gaining a high level of expertise is applicable to self-assessment and self-guidance in learning in another domain
    • A student knows what it means to be highly competent in the domain.
    • Students have a basis for judging how well they are learning
  • Using games people learn
    • to self assess
    • to develop understanding of their own learning strengths and weakness
    • to develop confidence in their ability to learn, and
    • to take increased responsibility for their own learning
  • Using games people learn
    • Watch the next video
    • Change the word chemistry to your topic
  • James Paul Gee - learn through games Source: http://www.edutopia.org/digital-generation-james-gee-video
  • After The Games
    • De-brief and contextualize
    • SHARE !!!
    • Return to the game after some real-life experience
  • Summary
    • Games can add real value, but not for everyone, not all the time
    • But they are particularly good for the 85%
    • There does not have to be an exact curricular fit - teachers must help make connections
  • In Conclusion
    • Brain research - visual multitaskers
    • The Digitally Immersed - different skill sets
    • How We Learn - involvement
    • Digital Games - fit these patterns
  • References
    • Google Doc - http://docs.google.com/Doc?docid=0AW_ST60LiRO1ZGRnNjc5c2JfNTA0a24yajRmZDQ&hl=en
    • RTF file - http://www.mediawisesolutions.com/Bibliography for Digital Natives and Game Based Learning.rtf
  • The Digitally Immersed